Wolverhampton Business SchoolPostgraduate Certificate Coaching andMentoringCourse Guide

2018-19January

About this guide

This is your course guide. It provides the basic but fundamental information about your course of study. Thisguide is yours for the duration of the course, we don’t re-issue it annually and if any information containedwithin were to change then we will write to you to explain so.

In particular, if any important aspects relating to your modules were to change then we will inform you inaccordance with the Code of Practice for the Management of Changes to Modules and Courses. The teachingand support teams which you will get to know over time will refer to this guide – it will be useful to you andwe advise you to make good use of it throughout your studies.

The Course Guide should be read in conjunction with the more general sources of information which relate toall students at the University. The Student Handbook is a very detailed reference point for all issues relating toyour studies which aren’t specific to just your particular course. You might also want to refer to the StudentCharter; the University’s Policies and Regulations and the University Assessment Handbook documents whichwill provide you with all of the information that we think you will need for your period of study here.

If you need additional information, or you simply want to discuss elements of any of these documents or otheraspects of your course, find that there is something you need to know, please contact your Faculty StudentServices:

Faculty Student Services

We can help with the administration and organisation of your time at University – from enrolment andmodule registration, tuition fee enquiries, attendance support, course management and lifecycle queries,extenuating circumstances, leave of absence, transfers and changes, assignment submission, SAMsappointments, assessment and result queries, right through to Graduation.

You can also come and talk to us for impartial advice and support if things are starting to go wrong and you’renot sure who else to talk to. The main thing to remember is that you are not alone. We see large numbers ofstudents over the course of a year on a variety of issues, so please don’t be afraid to approach us.

We are here to ensure that your transition into Higher Education is as smooth as possible. Normal officeopening hours are Monday-Friday 08:45-17:00.

You can contact us through the e:vision help desk, by phone or in person or by e-mail:

Faculty of SocialSciences

The Lord Paul Swraj Building MU 202 (01902) 321789(01902) 321515

FoSS@wlv.ac.uk

Help and Advice is alsoavailable from StudentSupport & Wellbeing…

Contact us at the Alan TuringBuilding MI 001 for all enquiries andreferrals… Services operate at allcampuses by appointment.

(01902) 321074(01902) 321070

ssw@wlv.ac.ukmoney@wlv.ac.uk

Welcome from the Course Leader

On behalf of the teaching and support teams from Postgraduate Certificate Coaching and Mentoring course, Iwould like to extend to you a very warm welcome to the University of Wolverhampton, and in particular yourcampus.

My name is Jenni Jones and I am the course leader for your Postgraduate Certificate Coaching and Mentoringcourse and alongside your personal tutor, will be your main point of contact over the duration of your studies.My contact details are below – please don’t hesitate to get in touch if you need any support or guidance.

The successes which you will achieve whilst at the University are based upon a partnership between theexpertise and support from the staff here and the effort you put into learning. We welcome students who are

eager to think for themselves, to take control of their own learning and who are ready to get involved indeveloping the skills required in a highly competitive job market. Make the most of the wide range ofopportunities available to you.

Studying at University can be difficult, and for many of you the transition into University life will bechallenging. However we will support you throughout your course, particularly whilst you develop into anindependent learner over the course of your first year with us.

We believe it is important that you are encouraged to make your own contribution to the effective operationand development of your chosen course. We hope that you might consider acting as a Course Representativeduring some of your time with us to help the University continue to improve your experience.

I would like to wish you every success with your studies. We look forward to working with you and hope thatyou enjoy your time with us.

Jenni Jones

Course Management and Staff Involvement

RoleRole NameName SpecialismSpecialism eMaileMail Tel. Ext.Tel. Ext. RoomRoom

Head of Department Dr Janet Firth J.Firth@wlv.ac.uk 3663 MN121

Course Leader Mrs Jenni Jones jenni.jones@wlv.ac.uk 3763 MN220

Lecturer Mrs Nicky Adams Nicky.Adams@wlv.ac.uk 3651 MN206

Educational Aims of the Course

The PG Cert in Coaching and Mentoring will build on your practical coaching and mentoring skills, introducerelated theory from associated fields, encourage you to analyse and reflect on both theory and practice and tobe able to develop your professional capabilities further. In short, this course is an opportunity to enhanceyour coaching and mentoring skills toolkit in terms of your practice and your underpinning knowledge.

This PG Cert course is aimed at coaching and mentoring practitioners and those who have used coaching andmentoring skills as Managers/Leaders.

Studying a Coaching and Mentoring programme with us will give you the knowledge and skills to become aneffective professional coach and mentor. Your studies will give you the underpinning theory of the key tools,techniques and models which are available and will encourage you to consider what may work best for you.Evidence-based discussions and plenty of opportunities to put theory into practice will allow you to enhanceyour professional practice. It will raise your self awareness of your own coaching and mentoring skills and indoing so will build on your strengths and enhance your coaching and mentoring capabilities.

Typically students that study this course with us, go on to develop their own coaching and mentoringpractices, introduce related schemes within their businesses and use their enhanced skills within bothprofessional and personal contexts.

What makes this programme distinctive?

This is one of a small selection of University coaching and mentoring programmes in the UK. Coaching andmentoring is an increasingly popular discipline in the field of human resource development and is beingrecognised by many organisations as a more efficient and effective way of recognising and developing thepotential of their employees.

This course also has an excellent balance of theory and practice throughout. Some competitor courses havebeen criticised for being too academic and less in touch with the issues of practitioners. But this course seeksto strike an excellent balance between theory and practice and to show how they underpin and relate to eachother.

On successful completion, this new PG Cert programme offers immediate progression onto our MA inCoaching and Mentoring.

Previous students and External Examiners have always given excellent feedback about the course content, thecourse delivery, the supportiveness of all Tutors and the high quality blended learning support.

For example, previous students often mention the ‘excellent blend of teaching methods and delivery’ and that‘the Action Learning Sets work extremely well.’ External Examiners consistently state that ‘there are a goodmix of assessments and that the practical assessments are very appropriate for coaching and mentoringpractitioners.’

The University is an approved centre for the Institute of Leadership and Management (ILM) which meansstudents who are coaching/mentoring at a senior, strategic and/or Executive level are able to take the ILM(level 7) in Executive Coaching and Mentoring at the same time as the Postgraduate Certificate/first year of theMasters in Coaching and Mentoring. (Students wishing to pursue this additional award are required to pay asmall administration fee).

Course Structure

January (Part-time)January (Part-time)

Year 1Year 1

ModuleModule TitleTitle CreditsCredits PeriodPeriod TypeType

7HR020 Developing Your Coaching and Mentoring Practice 20 SEM2 Core

7HR010 The Reflective Practitioner 20 SEM2 Core

7HR019 Principles and Theories in Relation to Coaching and Mentoring 20 SEM1 Core

Course Learning Outcomes

Learning OutcomeLearning Outcome Contributing ModulesContributing Modules

PGCert Course Learning Outcome 1 PGCert Course Learning Outcome 1 (PGCCLO1)(PGCCLO1)

Critically reflect and evaluate their ownprofessional coaching and mentoring practice

7HR010 The Reflective Practitioner7HR020 Developing Your Coaching and Mentoring Practice

PGCert Course Learning Outcome 2 PGCert Course Learning Outcome 2 (PGCCLO2)(PGCCLO2)

Identify and examine the diverse underpinningtheories and differing perspectives in relation tocoaching and mentoring

7HR019 Principles and Theories in Relation to Coaching and Mentoring

PGCert Course Learning Outcome 3 PGCert Course Learning Outcome 3 (PGCCLO3)(PGCCLO3)

Synthesise and critically reflect upon theory froma range of sources including other modules andrelate this to professional practice

7HR010 The Reflective Practitioner7HR019 Principles and Theories in Relation to Coaching and Mentoring7HR020 Developing Your Coaching and Mentoring Practice

PSRB

None

Employability in the Curriculum

Students with our PGCert in Coaching and Mentoring should be able to operate more effectively as acoach/mentor within their current role of Manager, Trainer, Developer, OB consultant or as a practitionerwithin the field of coaching and mentoring or a related profession. They can seek to develop their careerfurther both within the coaching and mentoring field and/or within the management and leadership arena too.

Following successful completion of this PGCert programme, students can automatically progress onto the MAin Coaching and Mentoring. If they wish, they can also apply for individual accreditation with the EMCC(European Mentoring and Coaching Council) at Practitioner level.

Teaching, Learning and Assessment

A variety of interactive learning activities will support the achievement of the course learning outcomes.Learning will involve both classroom engagement and out of classroom activities including the use of blendedlearning environments. Flexible and interactive e-learning opportunities will be a feature of learning. Forinstance, VLE will be used to share student’s CPD activities and reflections on an on-going basis. VLE will beused to post up homework, to share useful references and to discuss views and experiences. Personalreflection and collaborative learning will be vital components of this course.

Students will encounter a number of learning activities during a variety of formal lectures, seminars andtutorials. The course will make use of case studies, individual and group activities, discussions (bothstructured and unstructured), homework activities online, evaluating relevant resources and research andguest speaker inputs.

Action Learning sets will be a key feature throughout the course and will be facilitated (at first) by anexperienced tutor. These will take the form of ‘supervisory’ sessions to help encourage the students toanalyse, evaluate and discuss their professional practice.

Students will be expected, and directed, to read from a range of sources, including academic and researchinformed/evidence-based research journals, from a variety of fields. Students will work autonomously as wellas interactively within group exercises.

Both on going formative and summative assessment tasks will enhance opportunities for learning.

Reference Points

Quality Assurance Agency for Higher Education (2007) Masters awards in Business & Management

Framework for Higher Education Qualification (2006)

Academic Regulations Exemptions

None

Support with your studies

University Learning Centres are the key source of academic information for students providing access to:

Physical library resources (books, journal, DVDs etc.)Study areas to allow students to study in the environment that suits them best: Social areas, quiet andsilent areas.A wide range of online information sources, including eBooks, e-journals and subject databasesAcademic skills support via the Skills for Learning programmeStudents on campus can attend workshops or ask for one-to-one help on a range of skills such asacademic writing and referencing.Dedicated Subject Pages to enable you to explore key online information sources that are recommendedfor their studies.Physical access to local libraries both in UK and overseas via SCONUL and WorldCat agreements

We also strongly advise you to download to “MyWLV” student app. MyWLV is a single point of personalisedaccess to the variety of systems the University offers. This includes pulling through relevant information (e.g.deadlines, timetables) and linking to underlying systems.

Leave of Absence:

The University allows breaks in learning of up to two years and there is a process for applying for a leave ofabsence, which can be accessed through your e:Vision account. Initially you will need to apply for the leave ofabsence, which could be for medical, parental or personal reasons. A short-term absence, such as annual leave,must not be recorded as a break. The course leader will consider, and where appropriate agree, the leave ofabsence application. A return date will be identified and agreed for a suitable point in the programme.Additional course fees may be incurred as a result of a leave of absence and you are advised to discuss thiswith the Faculty Student Services team prior to application.

Course Specific Support

In providing flexible and interactive e-learning opportunities to meet student needs, e-learning componentswill be designed to form an integral feature of the learning, teaching and support. VLE provides a platform fordoing this and will be the primary focus of the online supported learning dimension of the module.

A Personal tutor is allocated to every student. Personal tutors maintain regular communication (virtual and/orface-to-face) with each of their designated tutees. Follow up meetings are arranged with students who are notmaking satisfactory progress or who are at risk of withdrawal. Personal tutors assist students in theirpersonal and academic development, planning and progression as well as offering students advice andguidance to help them liaise with other staff and support facilities in their school and the University,including study skills support.

The Course leader will monitor the academic and experiential quality of the Course through Award Boards,focus groups and other channels. Course leader also supports and directs students proactively on the Course,both collectively and individually, and respond to inquiries and requests from students with regard to theacademic programme of study.

Special Needs Tutor liaises with the Student Enabling Centre (SEC) regarding provision for specific disabledstudents & disseminates information from the SEC on the needs of specific disabled students. The SpecialNeeds Tutor also monitor requests for, and provision of, specific examination and assessment arrangements,publicise SNT ‘surgery’ arrangements and make available time to meet with individual disabled students toenable them to discuss their own school-specific disability issues where necessary. The tutor takes a pro-active role in monitoring the welfare and academic progress of disabled students within the school.

Contact Hours

In higher education, the term ‘contact hours’ is used very broadly, to refer to the amount of time that youspend learning in contact with teaching or associated staff, when studying for a particular course.

This time provides you with the support in developing your subject knowledge and skills, and opportunitiesto develop and reflect on your own, independent learning. Contact time can take a wide variety of formsdepending on your subject, as well as where and how you are studying. Some of the most common examplesare:

lecturesseminarstutorialsproject supervisionsdemonstrationspractical classes and workshopssupervised time in a studio/workshopfieldworkexternal visitswork-based learning (including placements)scheduled virtual interaction with tutor such as on line, skype, telephone

In UK higher education, you as the student take primary responsibility for your own learning. In this context,contact time with teaching and associated staff is there to help shape and guide your studies. It may be usedto introduce new ideas and equip you with certain knowledge or skills, demonstrate practical skills for you topractise independently, offer guidance on project work, or to provide personalised feedback.

Alongside contact time, private or independent study is therefore very significant. This is the time that youspend learning without direct supervision from, or contact with, a member of staff. It might includebackground reading, preparation for seminars or tutorials, follow-up work, wider practice, the completion ofassignments, revision, and so on.

50 Day Engagement:

You will be withdrawn from the University if you fail to engage with the academic requirements of yourcourse of study, within 50 days of the course start date, following repeated and reasonable attempts by theUniversity to contact you.

Course Specific Health and Safety Issues

No specific health and safety issues have been recorded for this provision, but should this change your CourseLeader will make you aware of this and provide relevant guidance as appropriate.

Course Fact File

Hierarchy of Awards:Hierarchy of Awards: Postgraduate Certificate Coaching and Mentoring University Statement of Credit University Statement of Credit

Course Codes:Course Codes: HR010P36UV Part-time 1 Years

Awarding Body / Institution:Awarding Body / Institution: University of Wolverhampton

School / Institute:School / Institute: Wolverhampton Business School

Category of Partnership:Category of Partnership: Not delivered in partnership

Location of Delivery:Location of Delivery: University of Wolverhampton

Teaching Institution:Teaching Institution: University of Wolverhampton

Published: 19-Dec-2018 (Auto Published)